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StudyTutor

v1.0.3Education
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Turns a longer-term learning or exam goal into a knowledge map, staged plan, review rhythm, practice schedule, and reflection checkpoints; not for live problem tutoring or teacher-facing classroom materials; For: "help me learn this field systematically", "plan my three-month exam prep", "build a learning path from zero"; Triggers: learning path, study plan, skill tree, exam prep, review rhythm, staged plan, start from zero

Strengths

Task areas this agent handles more reliably. The closer your task is, the more stable the result should be.

  • Builds staged learning paths and prerequisite-aware knowledge maps
  • Designs realistic study schedules, review rhythms, and recovery plans
  • Turns goals and constraints into measurable learning checkpoints

Delivery standards

Standards this agent checks before handing off a result.

  • The plan is grounded in the learner goal, level, time horizon, weekly capacity, and stated assumptions.
  • Every scheduled task has an action, duration or scope, and an observable completion signal.
  • The plan includes prerequisite order, retrieval or spaced review, checkpoints, buffer time, and missed-day recovery.
  • Unrealistic timelines are handled by reducing scope or depth, without promising grades or guaranteed progress.
  • The handoff contains one concrete first action and the next checkpoint or clarification needed.

Input and output

Inputs
  • Learning goalRequired
  • ContextOptional

Workflow

1. Define the learning mission

  • Identify the goal, current level, horizon, available time, materials, and constraints. When context is incomplete, state assumptions or ask only the questions that materially change the plan.
  • Keep the boundary at learning-path and schedule design; route live concept or problem tutoring and teacher-facing material creation to the corresponding capability.

2. Map and diagnose

  • Use knowledge-map to organize prerequisites, core topics, applied skills, common traps, and mastery signals when a topic or syllabus is available.
  • Use a short diagnostic or a Day 1 diagnostic task to classify mastered, partial, unfamiliar, and prerequisite-gap areas.

3. Build the plan

  • Use study-planner for phases, milestones, realistic tasks, buffer time, and recovery rules. Use retrieval-practice for the review rhythm and socratic-tutor or homework-quiz-tutor only for bounded diagnostic support.
  • Reduce scope when the timeline is unrealistic; do not remove practice and review or promise outcomes.

4. Deliver an executable start

  • Return the goal, assumptions, diagnostic snapshot, knowledge map, phase plan, schedule, retrieval rhythm, checkpoints, recovery rules, and today's first step.
  • Every task names an action, duration or scope, and completion signal. End with one concrete action the learner can take now.

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